The Bulletin of the American Association of University Professors just arrived in my mailbox, and in it I find an AAUP manifesto (dated January 2020) called “In Defense of Knowledge and Higher Education.”
The AAUP is noteworthy as an academic professional organization that has consistently attempted to keep structural first principles at the top of its agenda. I’m proud to be an AAUP member.
“In Defense of Knowledge,” though, is a complicated document because it attempts to expose and reframe a set of complex misconceptions. I don’t think it’s perfect, by any means. Partly because it’s such a bold and explicit statement, there’s something in it for almost anybody to disagree with.
For me, for example, the statement’s implicit complacency about the U.S. military-industrial-educational state is questionable. “How can we develop a credible foreign policy, ensure effective diplomacy, and prepare our military,” the statement demands, “when area studies and foreign language programs are curtailed, eliminated, or made subject to political intrusion?” I don’t think you need to be a pacifist to wonder, “Prepare our military for what?” And the statement is explicitly nationalistic in other ways that many academics will dissent from far more strongly than I will.
But I applaud the AAUP’s attempt to define what, exactly, colleges and universities are good for, and to show why they deserve broad-based public support. In fact, I think it’s crucial for everyone working in higher education today to make an explicit defense of their work—all their work—as a service to a free and democratic community.
Here are some of the passages that I found especially provocative and potentially useful for future reference:
It is not only research that is affected [by political attacks on academic independence]; teaching is as well. Teaching is, after all, the transmission of knowledge and a means of its production. A narrowing focus on vocational training, combined with attacks on the liberal arts and general education, closes off access to the varieties of knowledge and innovative thinking needed to participate meaningfully in our democracy. …
There are, of course, endless philosophical debates about the meaning of ‘knowledge.’ For our purposes, however, we need define it only as those understandings of the world upon which we rely because they are produced by the best methods at our disposal. The expert knowledge to which we refer is not produced merely by immediate sense impressions. …
These [academic] disciplines cumulatively produce understandings that are continuously tested and revised by communities of trained scholars. Expert knowledge is a process of constant exploration, revision, and adjudication. …
Academic freedom rests on a paradox. There must be freedom of inquiry, but that freedom must always be subject to peer judgment and evaluation. …
Colleges and universities deserve public support to the extent that American society requires expert knowledge. Expert knowledge has fueled American progress. It has checked ideological fantasies and partisan distortions. It has provided a common ground on which those with competing political visions can come together constructively to address common problems. Without expert knowledge, we lose our ability to know the past, to shape the future, and to acknowledge the differences and similarities we share as human beings.
—American Association of University Professors, “In Defense of Knowledge and Higher Education,” January 2020
As they say, I recommend reading the whole thing.
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